Autoaprendizaje en Pequeños Grupos para la Formación de Directores Escolares. Análisis de un Programa Piloto

Abstract

Este artículo analiza el potencial que tiene para el desarrollo profesional de los directivos el trabajo en grupos pequeños a partir de un diseño de programa formativo muy estructurado basado en la reflexión y el coaching grupal. En el estudio que le sirve de base participaron 94 directores/as escolares en ejercicio agrupados en 14 grupos de seis participantes más un coach. Los participantes estaban adscritos a centros educativos de diferentes tipologías situados en las ocho provincias andaluzas. Se ha realizado una primera evaluación de la segunda versión del programa de formación, a partir de una encuesta de satisfacción completada por los participantes y de los registros de observación de las sesiones, analizados mediante un sistema de categorías diseñado ad hoc. El estudio ha mostrado la capacidad de un dispositivo basado en el autoaprendizaje para promover un cambio/aprendizaje real de las concepciones de los participantes sobre el liderazgo escolar. Algunos grupos lograron alcanzar una reflexión profunda sobre la práctica de sus miembros. El análisis del proceso de interacción desarrollado en los grupos nos permitió identificar los aspectos críticos que determinaron que otros grupos no lo lograran. Su diseño produjo satisfacción generalizada en todos los participantes, con independencia del grado en que fueran alcanzados los objetivos de aprendizaje.Descriptores: Liderazgo; Entrenamiento; Formación continua; Autoaprendizaje; Dinámicas de grupo. This paper analyses the potential for school principals' professional development of the work in small groups as a strategy implemented by a highly-structured training program based on reflection and group coaching and addressed to principals with different degrees of experience. A total of 94 experienced principals were involved in the program, grouped into 14 groups of six participants plus a coach. They came from schools of different characteristics along the eight Andalusian provinces. For the purpose of the paper, a first assessment of the second version of the program has been carried out, based on a satisfaction questionnaire fulfilled by the participants and the observation of the sessions, which were video-recorded and analysed by means of an ad hoc category system. The study proved the capacity of a specific selflearning training tool in order to promote a real change/learning of the participants' conceptions about school leadership. Some groups achieved a deep reflection about their members' practices. The analysis of the interaction process inside the group allowed the researchers to identify the critical issues that impeded the other groups to achieve such learning. Program design produced overall satisfaction in the totality of the participants, independently of the degree they achieved the learning goals.

Portuguese Principals’ Professional Development Needs and Preferred Learning Methods

“…Peterson [31] alludes to "study groups" or "reading and discussion groups", related to peer-learning groups through the development of specific activities and group self-reflection. Following these suggestions, the creation of principals' networks [32], meaning groups of principals working together in learning groups [8,33], or knowledge management networks [34], is also recommended both online or face-to-face, to enhance peer support and collaboration [4]. In line with these cooperative and communicative methods, job shadowing/work shadowing [35] is especially suggested for novice principals; this means placing principals in a different school setting [36], visiting other schools [8] and applying projects [37] using highly experienced principals as role models [36], or doing internships in schools [38].…”

As Metodologias Ativas Como Estratégias Para O Desenvolvimento De Competências De Inteligência Emocional Nos Estudantes Do Ensino Superior

“…O PBL é uma metodologia de ensino (Ribeiro, 2008;Sá, Alves, & Costa, 2016), cuja génese vem das teorias construtivistas da aprendizagem. Nesta metodologia, o docente permite que o estudante estabeleça o seu próprio conhecimento, desenvolvendo uma aprendizagem autónoma tendo como base processos de aprendizagem ativa, recorrendo a uma avaliação diferenciada, permitindo a apropriação de conhecimentos metacognitivos (Sá & Costa-Lobo, 2019). Esta apropriação é apoiada por Sá, Alves e Costa (2016) que referem que o próprio conhecimento terá de ser visto pelos estudantes sob um ponto de vista mais ativo ou proactivo, autónomo ou colaborativo.…”

“…Os estudantes desenvolvem uma aprendizagem autónoma, tendo como base processos de aprendizagem ativa recorrendo a uma avaliação diferenciada (Ribeiro, 2008), permitindo-lhes a apropriação de conhecimentos metacognitivos (Sá & Costa-Lobo, 2019), e o processo de aquisição de conhecimentos é efetivamente ativo e proactivo, autónomo ou colaborativo (Sá, Alves, & Costa, 2016).…”

Professional identity formation of female school principals: Gender and emotionality connections

“…The study reported in the paper is part of a wider inquiry that assessed and analysed the process and outcomes of a training programme for school principals based on reflection about their practice through feedback and coaching (Oliva-Rodríguez and López-Yáñez, 2019). A total of 73 male and female principals from Andalusia region participated in the seven sessions of the programme.…”